School and Community in the All-Day Neighborhood Schools of New York City, 1936-1971

Autor/in	Klepper, Rachel
Titel	School and Community in the All-Day Neighborhood Schools of New York City, 1936-1971
Quelle	In: History of Education Quarterly, 63 (2023) 1, S.107-125 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klepper, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
DOI	10.1017/heq.2022.43
Schlagwörter	Neighborhood Schools; Extended School Day; Educational History; Program Evaluation; Private Financial Support; Public Schools; Partnerships in Education; After School Programs; Professional Development; Caseworkers; Parent Participation; Elementary Schools; Educational Change; Educational Trends; School Community Relationship; Equal Education; Educational Improvement; Resources; Supplementary Education; Racial Factors; Social Class; Compensatory Education; At Risk Students; Educationally Disadvantaged; New York (New York) + Suchen Sie Ihr Suchwort? Ganztagsunterricht; History of education; Bildungsgeschichte; Programme evaluation; Programmevaluation; Private Investition; Public school; Öffentliche Schule; Hochschulpartnerschaft; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Elternmitwirkung; Elementary school; Grundschule; Volksschule; Bildungsreform; Bildungsentwicklung; Teaching improvement; Unterrichtsentwicklung; Betriebsmittel; Hilfsmittel; Ergänzungsunterricht; Social classes; Soziale Klasse; Kompensatorischer Unterricht
Abstract	This article explores the All-Day Neighborhood Schools (ADNS) program, operated as a partnership between the New York City Board of Education and local philanthropists from 1936 to 1971. Designed to expand the resources available to children and parents, the program included after-school activities, additional teachers, professional development, social workers, and parent engagement at fourteen public elementary schools across the city. Through a study of two program sites, I examine how this public-private partnership functioned, and trace changes in the motivations of its leadership, from a focus on recreation and democracy during World War II, to juvenile delinquency prevention, to compensatory education. I argue that ADNS's ability to transform public schooling in New York City was limited by its separation from the rest of the school system, which came about through its dependance on outside philanthropy and its consistent formulation as a supplemental program rather than as a fundamental part of children's education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01